The power of reflection for pre service teachers (

transcript

The Power of The Power of Reflection for Pre-Reflection for Pre-service Teachers service Teachers

(and the rest of us)(and the rest of us)

8:30-9:30 am

Dr. Lois GrothTeacher Educator

Jennifer OrrTeacher

Open-mindedness

Responsibility

Wholeheartednes

s From the Library of Congress

From ShashiBellamkonda’s flickr stream

…affords teachers conscious, deliberate insight to bring about learning and encourages them to become students of their own teaching. (Dewey, 1933)

…helps to focus on the relationship between theory and practice. (Wegner, 2005)

…helps make meaning out of content applied in a specific practice situation and better understand the complexity of how one acts and might act in a future situation. (Stein, 2000)

…facilitates introspective learning from values, beliefs, knowledge, and experiences that contribute to perspectives of one’s self, other people, the world. (Shandomo, 2010)

Necessary for reflective practice – rather than rely on the authority of others, their own impulse, or unexamined previous practice, teachers must continually examine and evaluate their attitudes, practices, effectiveness, and accomplishments. (Shandomo, 2010)

From Paul Keller’s flickr stream From LifeSupercharger’s flickr stream

From JanetR3’s flickr stream

Reflection on action

Reflection in action

Reflection for action

Schon, 1987

From abardwell’s flickr stream

reflection is an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it tends(Dewey, 1933)

reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights (Stein, 2000)

reflection is an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching (Ajayi, 2011)

From Chris Hertel’s flickr stream

The end result of critical reflection for the individual is cognitive change.(Yost, Sentner, Forlenza-Bailey, 2000)

Technical reflection is concerned with the technical application of knowledge to achieve certain ends which themselves are not open to criticism or modification.

Practical reflection allows for open examination of means and also goals, the assumptions upon which these are based, and the actual outcomes.

Critical reflection includes emphases from the previous two levels, and calls for considerations involving moral and ethical criteria, making judgments about whether professional activity is equitable, just and respectful of persons or not. It locates any analysis of personal action within wider sociohistorical and politico-cultural contexts.

Task Description When Technical Practical CriticalVision Statement Literacy class assignment Preceding internship

Targeted Observations

Observe mentor teacher focusing on management, differentiation, assessment

Preceding and start of internship

Seminars Twice a month Preceding and start of internship

Biweekly Reports Summarize teaching activities Throughout internship

Oral Reflections with Observers

Conversation with Clinical Faculty (mentor teacher) and/or University Facilitator (supervisor)

Throughout internship

Written Reflections on Implemented Lessons

Reflect after teaching Throughout program

Share seminar Critical incident presentation Culmination of internship

1. Supervised practical experiences to serve as a foundation for reflection

2. Personally meaningful knowledge base in pedagogy, theories of learning, social, political, and historical foundations to which they can connect their experiences.

(Yost, 2000)

Theory Practice

Vision

Critical Reflection

Targeted Observations:How can the prompts be modified to foster increased critical reflection?

Share Seminar: Peer Video AnalysisWhat questions are most likely to prompt critical reflection?

Mentoring Styles:What questions and/or prompts will help mentors move up the framework into more inquiry and reflecting?

Mentors as Models:What are the best ways to encourage/support mentors in modeling their use of these questions for their interns?

introspection that is not undertaken in isolation

Constructivist methods that combine theory with practice and challenge the entering dispositions of preservice teachers WORK.